Argument Writing - Amanda Allen

March 17, 2016

Bordentown Regional Middle School 6th Grade
Standards:
CCSS.ELA-LITERACY.W.6.1
Write arguments to support claims with clear reasons and relevant evidence.
CCSS.ELA-LITERACY.W.6.1.A
Introduce claim(s) and organize the reasons and evidence clearly.
CCSS.ELA-LITERACY.W.6.1.B
Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an
understanding of the topic or text.
CCSS.ELA-LITERACY.W.6.1.C
Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons.
CCSS.ELA-LITERACY.W.6.1.D
Establish and maintain a formal style.
CCSS.ELA-LITERACY.W.6.1.E
Provide a concluding statement or section that follows from the argument presented.

Objective:
Students will be able to select their strongest argument writing essay and
understand how to revise and edit their work before turning in the final copy.
Students will provide feedback to peers.

Materials:

Revision Sample
Final Argument Writing Checklist with Writers Craft Box
Article
First draft of students essay
Colored Pen
Document Camera

Procedure:
Introduction

Begin class with 10 minutes SSR and collect homework

Students will be engaged in a mini lesson about revising. Teacher will model
how to revise a body paragraph. Teacher will go through each part in the

Writers Craft Box on the checklist. Teacher will go through each sentence and
demonstrating how to make revisions.

During Lesson

Students will receive a revision checklist and begin to revise their own work
with a colored pen.
When finished students will revise another students work using a different
colored pen and filling in the feedback handout.

Closure:

What are some of the changes you made to your first draft? How did the
feedback for a peer help you revise your essay? Why is it important that we
revise and edit our work before writing the final draft? Why is it important
that we have another person revise our work? How will this make your
argument stronger?

Differentiation: Students will have a sample on the screen that they can refer
back to and the teacher will read the sample to the class. Students will revise at
their own pace and receive feedback from a peer of their choice.
Assessment: Students will be turning in their feedback handout and their first
draft with their revisions they made in a different colored pen when they complete
their final draft. If the students are not using their time wisely or they seem to be
still developing their skills in revising, the teacher may collect their feedback
handouts at the end of class to see where students are struggling.